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Usings songs to teach aural comprehension in the intermediate-advanced foreign language classroom
(2000)
In this article, we will present an aural comprehension development technique for intermediate-advanced students of Russian which aims at expanding comprehensible input through the use of song-poems. We will argue that learning can be enhanced by expanding Krashen's notion of i+1 to i+1,2,3,4... We will discuss how the prosodic and poetic structures of song lyrics make this type of input particularly effective in the second or foreign language classroom. We will also examine the merits of this approach from the standpoint of motivating students, reducing their classroom anxiety, and encouraging the use of effective language learning strategies. Finally, we illustrate in detail the application of this method in the first author's Russian language textbook based on the songs of Bulat Okudzhava.
Sprachwahl und Sprachwahrnehmung sind im Deutschen unabdingbar geprägt durch das Wissen von einer Standardsprache. Dieses Wissen basiert für die meisten Sprecher auf der Erfahrung, dass in der Schule manche sprachliche Formen als korrekt, andere als falsch bewertet werden, außerdem auf der Tatsache, dass es Fixierungen der Regeln des Standards in Lexika und Grammatiken gibt. Wissen und Anerkennung dieses Standards sind unabhängig davon, dass keine dieser Kodifikationen unumstritten ist, dass viele Sprecher die Regeln nicht genau kennen und dass als Vorbilder anerkannte Personen (Nachrichtensprecher, Journalisten bestimmter Zeitschriften, Lehrer, Literaten u.a.) keineswegs einheitliche Regeln verfolgen. Der Standard ist fest assoziiert mit der Erfahrung einer legitimen Regelhaftigkeit, also mit Ordnung. Verwendung von Nonstandard wird mit Bezug auf diese Ordnung und von ihr unterschieden wahrgenommen. Diese relationale Sicht der Dinge ist sowohl subjektiv als auch intersubjektiv.
The following essay discusses the possibilities of integrating linguistic and semantic aspects of teaching German as a Foreign Language in secondary schools in Santa Catarina using an interculturally orientated approach. Drawing on the insight that 'otherness' is a relational notion, so that the image we create of 'the other' depends essentially on the understanding of one's own culture and the histories, values and social reality inscribed in it, the article proposes a didactic approach that uses the teaching of morpho-syntactic structures to instigate intercultural reflections. Moreover, to be able to fully exploit the potential of divergent notions of 'self' and 'otherness' in the language classroom, teaching activities are proposed that allow learners to respond individually to the material presented. The article proposes and discusses various didactic activities that allow the teacher to use the course book in order to create and explore interculturally significant material.
The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of "composition" has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
Collaboration between the International Association for the Improvement of Mother Tongue Education (IAIMTE) and the Education Department of the University of Toulouse II has existed for several years now. Such collaboration has resulted in a desire for face to face contact: the IAIMTE was intent on increasing its French audience,while the French team was able to grasp the opportunity to exchange their French-speaking studies in a broad international context. Thus, the IAIMTE requested the team from Toulouse organise the fifth conference in France (Albi) in 2005. For this conference, we invited specialists from French-speaking countries to present their research and reflections on the role of literature both inside and outside school. This issue presents the corresponding papers.
Storytelling and read-alouds have long been integral components of the preschool and kindergarten programs. Indeed, these practices are supposed 1) to demonstrate to children the value of literature and reading through enjoyable experiences; 2) to prepare children to learn to read through the development of linguistic and cognitive skills. These practices, however, have recently been the subject of controversies highlighting their limits. It has been argued, for instance, that storytime is not a « magical silver bullet »: simply immersing children in good literature will not turn them into readers. On the other hand, the use of literature as a teaching tool is often confined to the simplest aspects of narrative comprehension and seldom gives its due to its symbolic and aesthetic dimensions. It will be shown how these limits can be overcome within a literature-based framework where high-quality, demanding literary works provide the basis for an interactive storyreading program including different kinds of activities.
In 1963 the National Council of Teachers of English (NCTE) published Braddock, Lloyd-Jones, and Schoer's Research in Written Composition, a review of writing research covering the first writing studies in the early part of the century through 1962. In 1986 the National Conference on Research in English (NCRE) and the Educational Resources Information Center (ERIC) copublished George Hillocks's Research on Written Composition: New Directions for Teaching, a volume that reviewed writing research from 1963-1983. The articles included in this special theme issue of L1-Educational Studies of Language and Literature on Writing in School Contexts report the findings of Marilyn Chapman, George Hillocks, and Russel Durst on composition in school settings covering 1984-2003 (for an expanded review of composition studies during this period, see the contributions to Smagorinsky, 2006).
This review covers what is known in the U.S. as "secondary school," generally encompassing grades 7-12. The author frames the review by looking at the broader assessment context, particularly state-wide writing tests that often trivialize writing by requiring writing within severe time restraints on topics that may be of little interest to students and that may benefit students with from privileged social backgrounds. Further, these assessments reduce writing to limited forms such as the five-paragraph theme, even when the genre called for (e.g., narrative) may not be amenable to such forms. The review finds that assessment mandates in turn affect classroom writing instruction in what the author characterizes as negative ways, emphasizing the mastery of a generic form over the generation of ideas. The review concludes that, in spite all of the attention given to writing instruction, writing is not necessarily improving, in large part because of mandates for how writing is assessed.
This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the "current rhetorical" tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction.
This paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as 'language support'. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils' relative command in Dutch and the minority language impact on actual practices of language support.
Die kognitive Struktur des Erwachsenenlerners, seine Voraussetzungen zum lebenslangen Lernen sowie die institutionellen Rahmenbedingungen der Erwachsenenbildung wurden zum Gegenstand der Andragogik. Der vorliegende Artikel setzt sich mit den Spezifika des Fremdsprachenlernens bei Erwachsenen auseinander, die zur Entstehung einer neuen Disziplin führten – der Sprachandragogik. Er erörtert in diesem Zusammenhang ebenfalls die Relevanz der Prinzipien des kommunikativen Ansatzes.
Der folgende unterrichtspraktische Beitrag ist die Fortsetzung eines bereits erschienenen Aufsatzes zur Phraseologismenvermittlung im DaF-Unterricht (vgl. Bergerová 2005). Während es dort im Wesentlichen um grundlegende theoretische Fragestellungen der Phraseodidaktik ging, behandelt der vorliegende Beitrag die Umsetzung der neuesten Erkenntnisse der phraseodidaktischen Forschung am Beispiel eines Didaktisierungsvorschlages anhand der Textsorte Filmankündigung. Vorangestellt wird dafür zunächst eine instruktive Einleitung zu ausgewählten Fragen der Phraseologie im Allgemeinen und der Phraseodidaktik im Besonderen, um auf dieser Grundlage den Didaktisierungsvorschlag entwerfen und erklären zu können.
In diesem Artikel wird auf die lückenhafte lexikografische Darbietung von paradigmatisch-syntagmatischen Beziehungen hingewiesen und auf neue, korpusgestützte methodologische Verfahren der lexikosemantischen Analyse eingegangen. Im Mittelpunkt steht das am Mannheimer Institut für Deutsche Sprache entwickelte topografische Modell CNS (Contrasting Near Synonyms), dessen Beitrag für die Erforschung der Synonymie am Beispiel deutscher Adjektive "fühlbar" vs. "spürbar" präsentiert wird.
Certain important contours of German language early acquisition in the third grade of Czech basic schools are presented. The research is discussed in the context of the result of evaluation required by the European Commission.
In this paper we propose that hypertext writing at school could have beneficial effects on the acquisition of content knowledge and the acquisition of writing skills compared to linear writing. We view the effects of hypertext writing on writing skills from the perspective of "shared" cognitive activities in writing linear texts and hypertexts. In a pilot study we examined the effects of hypertext writing on writing processes and we related the occurrence of writing processes to the quality of the resulting writing products. We set up this study to identify students' cognitive activities during hypertext and linear writing. We also tried to determine whether hypertext writing could facilitate linear writing. We focused on the most central, distinctive features of linear and hypertext writing. For linear writing, this is a linearization process: i.e., transforming elements of content into linear text. For hypertext writing, this is a hierarchicalization process: converting a linearly presented line of thought into a hierarchical structure. Students (N = 123) from Grades 8 and 9 performed two linearization tasks and two hierarchicalization tasks under think aloud conditions Results showed that Planning and Analyzing activities contributed to the final quality of hypertexts and linear texts, and that these activities were more often elicited in hypertext tasks than in linear writing. We argue that writing hypertexts stimulates the use of writing activities that are positively related to writing proficiency. Moreover, we speculate that creating hypertext writing conditions and optimizing these conditions for different writer/learner styles might be a theoretical and practical challenge for mother tongue teaching.
In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.
This article considers the impact on the teaching of writing and the curriculum, of changes in culture associated with mass media and new means of communication such as the internet. It specifically focuses on the implications these changes might have for the ways in which writing is taught and practised in schooling today. The article is based on interviews with three Swedish upper-secondary school mother-tongue teachers and presents their views on how the writing situation has changed for their students. According to the teachers, the curriculum faces challenges from students' access to and use of mass media culture and computer-mediated communications. For example, the teachers reported that students currently are less interested in grammar and spelling, and more interested in images and layout. Students also use what teachers consider to be plagiarism in their methods of communication. The article draws on media ecology to understand these reported changes in the sense that students are seen to develop new media practices involving several media-specific competences (Mackey, 2002) which gives them access to new ways of meaning-making in their acts of reading or writing. It is tentatively claimed that students may thus develop alternative notions of authors as well as texts, which affect their own view of text production in school. Other theoretical frameworks drawn on in the article include Habermas' discussion of how the public and private sphere fuse and Ziehe's (1989) perceptions of teachers as 'relation workers' in increasingly intimate school environments.
This special issue of L1–Educational Studies in Language and Literature focuses on what it means to teach writing in secondary schools in the age of new media. We approach this topic from the understanding hat people worldwide are now operating within a 'changing semiotic landscape' (Kress & van Leeuwen, 1996) that is associated with social, economic and technological change. This changing landscape of communication is affecting not only how we read and write, but also is expanding the range of semiotic modes and media with we habitually engage in order to make meaning, communicate and get things done in the world. Now, for example, in order to be fully literate, people need not only to be able to read and write using language and the technology of pen and paper; they also need to be able to comprehend, design, compose and disseminate multimodal meanings using digital multimedia. The new digital media in turn are dominated by the representation space of the screen (rather than the page), the meaning-making mode of the image, and the multiple and non-linear affordances of electronic hypertext. These developments pose significant challenges for teachers charged with the responsibility of teaching language, literature and communication, and it is to precisely to these challenges that the authors in this special issue turn their attention.
This article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy.